Departamento de Educación

The aim of this study was to determine the influence of an obesity treatment program on the gut microbiota and body weight of overweight adolescents. Thirty-six adolescents (13-15 years), classified as overweight according to the International Obesity Task Force BMI criteria, were submitted to a calorie-restricted diet (10-40%) and increased physical activity (15-23 kcal/kg body weight/week) program over 10 weeks. Gut bacterial groups were analyzed by quantitative real-time PCR before and after the intervention. A group of subjects (n=23) experienced >4.0 kg weight loss and showed significant BMI (P=0.030) and BMI z-score (P=0.035) reductions after the intervention, while the other group (n=13) showed <2.0 kg weight loss. No significant differences in dietary intake were found between both groups. In the whole adolescent population, the intervention led to increased Bacteroides fragilis group (P=0.001) and Lactobacillus group (P=0.030) counts, and to decreased Clostridium coccoides group (P=0.028), Bifidobacterium longum (P=0.031), and Bifidobacterium adolescentis (P=0.044) counts. In the high weight-loss group, B. fragilis group and Lactobacillus group counts also increased (P=0.001 and P=0.007, respectively), whereas C. coccoides group and B. longum counts decreased (P=0.001 and P=0.044, respectively) after the intervention. Total bacteria, B. fragilis group and Clostridium leptum group, and Bifidobacterium catenulatum group counts were significantly higher (P<0.001-0.036) while levels of C. coccoides group, Lactobacillus group, Bifidobacterium, Bifidobacterium breve, and Bifidobacterium bifidum were significantly lower (P<0.001-0.008) in the high weight-loss group than in the low weight-loss group before and after the intervention. These findings indicate that calorie restriction and physical activity have an impact on gut microbiota composition related to body weight loss, which also seem to be influenced by the individual's microbiota.

Abstract Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim of this research is to present a systematic review of the literature in the Web of Science and Scopus, to identify, analyze and classify the published articles between 2000 and 2021 on digital competences, and thus find and improve the research being done on digital skills and future avenues of teachers in the university context. The SciMAT software is used in the analysis. The initial search reveals more than 343 articles in English, of which 152 are duplicates and 135 are not related to the topic of study. After this filtering, 56 articles are obtained and analyzed in depth. The results reveal a predominance of research that focuses on analyzing teachers' self-assessment and reflection of their digital competencies. Teachers recognize that they have a low or medium–low digital competence, as well as the absence of certain competencies, especially those related to the evaluation of educational practice. Despite the multiple studies that address this issue, it is necessary to continue improving research in this area, deepening the assessment of teachers' digital competencies and design, on this basis, more practical and personalized training programs that respond to the needs of teachers in the digital era.

A randomized, double-blind, placebo-controlled, parallel-group study was conducted to evaluate the efficacy and safety of gabapentin in relieving the symptoms of social phobia. Sixty-nine patients were randomly assigned to receive double-blind treatment with either gabapentin (dosed flexibly between 900 and 3,600 mg daily in three divided doses) or placebo for 14 weeks. A significant reduction (p < 0.05) in the symptoms of social phobia was observed among patients on gabapentin compared with those on placebo as evaluated by clinician- and patient-rated scales. Results were similar for the intent-to-treat and week-2 completer populations. Adverse events were consistent with the known side effect profile of gabapentin. Dizziness (p = 0.05), dry mouth (p = 0.05), somnolence, nausea, flatulence, and decreased libido occurred at a higher frequency among patients receiving gabapentin than among those receiving placebo. No serious adverse events or deaths were reported. On the basis of these limited data, it seems that gabapentin offers a favorable risk-benefit ratio for the treatment of patients with social phobia. Further studies are required to confirm this effect and to determine whether a dose-response relationship exists.

Aim To assess the effect of local adaptation and phenotypic plasticity on the potential distribution of species under future climate changes. Trees may be adapted to specific climatic conditions; however, species range predictions have classically been assessed by species distribution models (SDMs) that do not account for intra-specific genetic variability and phenotypic plasticity, because SDMs rely on the assumption that species respond homogeneously to climate change across their range, i.e. a species is equally adapted throughout its range, and all species are equally plastic. These assumptions could cause SDMs to exaggerate or underestimate species at risk under future climate change. Location The Iberian Peninsula. Methods Species distributions are predicted by integrating experimental data and modelling techniques. We incorporate plasticity and local adaptation into a SDM by calibrating models of tree survivorship with adaptive traits in provenance trials. Phenotypic plasticity was incorporated by calibrating our model with a climatic index that provides a measure of the differences between sites and provenances. Results We present a new modelling approach that is easy to implement and makes use of existing tree provenance trials to predict species distribution models under global warming. Our results indicate that the incorporation of intra-population genetic diversity and phenotypic plasticity in SDMs significantly altered their outcome. In comparing species range predictions, the decrease in area occupancy under global warming conditions is smaller when considering our survival–adaptation model than that predicted by a ‘classical SDM’ calibrated with presence–absence data. These differences in survivorship are due to both local adaptation and plasticity. Differences due to the use of experimental data in the model calibration are also expressed in our results: we incorporate a null model that uses survival data from all provenances together. This model always predicts less reduction in area occupancy for both species than the SDM calibrated with presence–absence. Main conclusions We reaffirm the importance of considering adaptive traits when predicting species distributions and avoiding the use of occurrence data as a predictive variable. In light of these recommendations, we advise that existing predictions of future species distributions and their component populations must be reconsidered.

Los profundos cambios que ha experimentado el contexto de la Psicología de la Educación durante los últimos 30 años han llevado a que el aprendizaje autorregulado se convier-ta, actualmente, en tema central de la investigación y en uno de los ejes primordiales de la práctica educativa. A partir de la publicación de Zimmerman y Schunk (1989), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, se han puesto en marcha un gran número de investigaciones sobre aprendizaje autorregulado. Tomando como referencia éstas y otras publicaciones actuales, el objetivo de este trabajo es recoger las principales cuestiones que se abordan dentro de las líneas de estudio del aprendizaje autorregulado. Además, se destacan una serie de direcciones que pueden guiar a las futuras investigaciones en este campo.

The purpose of this study was to examine the effect of specific endurance (Yo-Yo Intermittent recovery test level 1, Yo-Yo IR1) on match performance in male youth soccer. Twenty-one young, male soccer players (age 14.1 +/- 0.2 years) were involved in the study. Players were observed during international championship games of corresponding age categories and completed the Yo-Yo IR1 on a separate occasion. Physical (distance coverage) and physiological match demands were assessed using Global Positioning System technology and heart rate (HR) short-range telemetry, respectively. During the match (two 30-minutes halves), players covered 6,204 +/- 731 m, of which 985 +/- 362 m (16%) were performed at high intensities (speed >13 kmxh, HIA). A significant decrement (3.8%, p = 0.003) in match coverage was evident during the second half. No significant (p = 0.07) difference between halves was observed for HIA (p = 0.56) and sprint (speed >18 kmxh, SPR) distances. During the first and second halves, players attained the 86 +/- 5.5 and 85 +/- 6.0% of HRmax (p = 0.17), respectively. Peak HR during the first and second halves were 100 +/- 4 and 99.4 +/- 4.7% of HRmax, respectively. Yo-Yo IR1 performance (842 +/- 352 m) was significantly related to match HIA (r = 0.77, p < 0.001) and total distance (r = 0.65, p = 0.002). This study's results showed that specific endurance, as determined by Yo-Yo IR1 performance, positively affects physical match performance in male young soccer players. Consequently, the Yo-Yo IR1 test may be regarded as a valid test to assess game readiness and guide training prescription in male youth soccer players.

OBJECTIVE: To examine the dose-response relationship between overall and specific types of exercise with cognitive function in older adults. DESIGN: Systematic Review and Bayesian Model-Based Network Meta-Analysis. DATA SOURCES: Systematic search of MEDLINE, Web of Science, Scopus, PsycINFO and SPORTDiscus. ELIGIBILITY CRITERIA FOR SELECTING STUDIES: Randomized controlled trials of exercise interventions in participants aged 50 years or over, and that reported on at least one global cognition outcome. RESULTS: The search returned 1998 records, of which 44 studies (4793 participants; 102 different effect sizes) were included in this review with meta-analysis. There was a non-linear, dose-response association between overall exercise and cognition. We found no minimal threshold for the beneficial effect of exercise on cognition. The estimated minimal exercise dose associated with clinically relevant changes in cognition was 724 METs-min per week, and doses beyond 1200 METs-min per week provided less clear benefits. We also found that the dose-response association was exercise type dependent, and our results show that clinically important effects may occur at lower doses for many types of exercise. Our findings also highlighted the superior effects of resistance exercises over other modalities. CONCLUSIONS: If provided with the most potent modalities, older adults can get clinical meaningful benefits with lower doses than the WHO guidelines. Findings support the WHO recommendations to emphasise resistance training as a critical component of interventions for older adults.

Sartre irá demostrando a lo largo del ensayo que el Existencialismo no es anti-humano, sino que al contrario, es un Humanismo, pero debemos aclarar que es un Humanismo nuevo, un Humanismo Existencialista.

The purpose of the study is to establish absolute reliability and concurrent validity between hand-held dynamometers (HHDs) and isokinetic dynamometers (IDs) in lower extremity peak torque assessment. Medline, Embase, CINAHL databases were searched for studies related to psychometric properties in muscle dynamometry. Studies considering standard error of measurement SEM (%) or limit of agreement LOA (%) expressed as percentage of the mean, were considered to establish absolute reliability while studies using intra-class correlation coefficient (ICC) were considered to establish concurrent validity between dynamometers. In total, 17 studies were included in the meta-analysis. The COSMIN checklist classified them between fair and poor. Using HHDs, knee extension LOA (%) was 33.59%, 95% confidence interval (CI) 23.91 to 43.26 and ankle plantar flexion LOA (%) was 48.87%, CI 35.19 to 62.56. Using IDs, hip adduction and extension; knee flexion and extension; and ankle dorsiflexion showed LOA (%) under 15%. Lower hip, knee, and ankle LOA (%) were obtained using an ID compared to HHD. ICC between devices ranged between 0.62, CI (0.37 to 0.87) for ankle dorsiflexion to 0.94, IC (0.91to 0.98) for hip adduction. Very high correlation were found for hip adductors and hip flexors and moderate correlations for knee flexors/extensors and ankle plantar/dorsiflexors.

In the boreal summer of 1999, many invertebrates of hard-bottom communities in the NW Mediterranean Sea suffered mass mortality. Our study assessed the population of the temperate octocoral Paramuricea clavata before the event and monitored the population over the following 4 yr. Spatial patterns showed decreasing mortality with increasing depth between 0 and 50 m, as well as high local variability. The temporal pattern was characterized by a sharp decrease in biomass (58%) shortly after the event caused by the combined effect of colony death (9% of the population) and an increase in the extent of colony injury (from 9% before the event to 52% shortly after it). After 4 yr of monitoring, our results indicated a large delayed effect of the event. Population density decreased continuously after November 1999, and by the completion of the study in November 2003 the accumulated density decrease was 48% of the initial population. This decrease was mainly due to the death of colonies subjected to extensive injury, and because recruitment did not offset mortality. After November 1999, biomass continued to decrease at a slow rate, becoming almost constant after November 2001. Overall, the delayed effect of the event accounted for a 70% loss in P. clavata biomass. The fact that a stabilization of the density and biomass of this species was observed during the last year of our study suggests that the delayed impact of the 1999 mass mortality event may be nearing its end. Nevertheless, given the low dynamics of P. clavata and its role as a habitat former, the delayed effect of the mass mortality event indicates the relevant role that disturbance can play on the population dynamics of this species and as a community structuring force on the coralligenous community.

Media convergence and massive usage of Internet-connected devices, distinguishing features of our current society, cause changes in the way that new generations learn and access knowledge. In addition, emerging new digital skills are necessary for the Z generation to face the challenges of a digital society. This quantitative study, with a sample of 678 Primary School students, aims to provide empirical evidence about the level of digital skills of students belonging to this generation. The results show that the acquisition of digital competences is not inherent to use, but require specific instruction. Otherwise, there is a danger of creating a digital divide, not due to frequency of use or access to connected devices but to lack of instruction on how to use them. The absence of significant variance in the overall level of digital competence among Primary School students of different grades reflects, to some extent, that this level is largely acquired by informal activities with ICTs in an informal context, rather than by developing competences in a school context that affords gradual and progressive skills acquisition. The results show the need to address digital competence in schools, focusing on the systematic development and enhancement of its component areas to move beyond the informal level and reach the academic level, thus facilitating digital natives’ access to future employment. La convergencia mediática y el uso masivo de dispositivos conectados a Internet, rasgos distintivos de la sociedad actual, provocan cambios en el modo en el que las nuevas generaciones aprenden y acceden al conocimiento. Además, emergen nuevas competencias, las digitales, que la Generación Z necesita para afrontar los retos de una sociedad digitalizada. El estudio presentado, de corte cuantitativo, con una muestra de 678 alumnos de Educación Primaria, pretende aportar evidencias empíricas sobre el nivel de competencia digital del alumnado perteneciente a dicha generación. Los resultados revelan que no adquieren habilidades digitales de forma inherente sino que precisan de educación al respecto, atisbándose el peligro de una brecha digital, no por uso o acceso a ellas, sino por falta de competencia. La ausencia de diferencia significativa en el nivel general de competencia digital entre el alumnado de diferentes cursos de la etapa de Educación Primaria refleja que, en cierta medida, ese nivel se adquiere más por convivencia con las TIC en contextos informales que por un adecuado desarrollo en el contexto escolar que potencie gradual y progresivamente su adquisición. De los resultados se desprende, por tanto, la necesidad de abordar la competencia digital en la escuela, incidiendo en el desarrollo de las áreas que la componen y potenciándola para superar el nivel de uso en la vida cotidiana y acercarla al nivel académico que facilitará su inclusión al mundo laboral.

Formative assessment is the process by which teachers provide information to students during the learning process to modify their understanding and self-regulation. An important process within this is shared assessment, which refers to student involvement in the assessment and learning practice, a process of dialogue and collaboration between teacher and students aimed at improving the learning process, both individually and collectively. The purpose of this paper is to review the current state of affairs in depth. This paper therefore highlights, on the one hand, the lessons learned through research and development in higher education (i.e. providing clear learning goals and feedback, guiding learning, involving students in learning and assessment, promoting feedback as a process of dialogue, and making processes viable). On the other hand, these lessons also suggest some challenges and difficulties that must be addressed in the future in order to further improve formative and shared assessment in higher education. These include the need for more research on its effects, further conceptual clarification, the intersubjectivity of the process, recognition of the divergent processes and ethical principles, students’ involvement not only in assessment but also in determining academic grades, and broading learning goals and objetives in FA & SA.

Research on cyberbullying started at the beginning of the 21 st century and the number of studies on the topic is increasing very rapidly. Nevertheless, the criteria used to define the phenomenon and evaluation strategies are still under debate. Therefore, it is still difficult to compare the findings among the studies or to describe their prevalence in different geographic areas or time points. Thus, the current systematic review has been conducted with the objective of describing the studies on the phenomenon in Spain taking into account its different definitions and evaluation strategies in relation to its prevalence. After conducting systematic searches and applying the inclusion criteria, 29 articles reporting the results of 21 different studies were included. It was found that the number of studies on the topic in Spain is growing and that most of the definitions include the criteria of repetition, intention, and power imbalance. It was also found that timeframes and cut-off points varied greatly among the studies. All the studies used selfreports with one-item or multi-item instruments. The prevalence also varied depending on the evaluation strategies and when assessed with multi-item instruments it was about twice as high as when assessed with one-item instruments. It is suggested that specific instruments should be chosen depending on the research questions posed in each investigation and that it could be useful to unify the criteria for further advancement of the field.

AIMS: Adolescence is usually the time when individuals first drink alcohol and this has been associated with relatively weak or immature inhibitory control. This review examines the changes on brain development and inhibitory function that take place during adolescence and youth as well as the relationship between inhibitory control and alcohol use at this early age. METHODS: Narrative review of the chief studies related to (a) the development of inhibitory control during adolescence, (b) the deficits in the inhibitory ability in alcohol use disorders and (c) the effects of acute alcohol intake and binge drinking on inhibitory control in adolescents and young adults. RESULTS: Inhibitory control processes are developing during adolescence and youth. Poor inhibitory functions may predispose the individual to alcohol misuse. Likewise, acute and binge alcohol drinking may impair the inhibitory control and compromise the ability to prevent or stop behaviour related to alcohol use. CONCLUSION: Poor inhibitory control can be both the cause and the consequence of excessive alcohol use. Adolescence and young adulthood may be a particularly vulnerable period due to (a) the weak or immature inhibitory functioning typical of this stage may contribute to the inability of the individual to control alcohol use and (b) alcohol consumption per se may alter or interrupt the proper development of inhibitory control leading to a reduced ability to regulate alcohol intake. Further longitudinal research is needed to evaluate the interaction between inhibitory control dysfunction and alcohol use in both situations.

In the present study, we investigated the relation between cognitive performance and heart rate variability as a function of fitness level. We measured the effect of three cognitive tasks (the psychomotor vigilance task, a temporal orienting task, and a duration discrimination task) on the heart rate variability of two groups of participants: a high-fit group and a low-fit group. Two major novel findings emerged from this study. First, the lowest values of heart rate variability were found during performance of the duration discrimination task, compared to the other two tasks. Second, the results showed a decrement in heart rate variability as a function of the time on task, although only in the low-fit group. Moreover, the high-fit group showed overall faster reaction times than the low-fit group in the psychomotor vigilance task, while there were not significant differences in performance between the two groups of participants in the other two cognitive tasks. In sum, our results highlighted the influence of cognitive processing on heart rate variability. Importantly, both behavioral and physiological results suggested that the main benefit obtained as a result of fitness level appeared to be associated with processes involving sustained attention.

Nutritional supplements are popular among athletes to improve performance and physical recovery. Protein supplements fulfill this function by improving performance and increasing muscle mass; however, their effect on other organs or systems is less well known. Diet alterations can induce gut microbiota imbalance, with beneficial or deleterious consequences for the host. To test this, we performed a randomized pilot study in cross-country runners whose diets were complemented with a protein supplement (whey isolate and beef hydrolysate) (n = 12) or maltodextrin (control) (n = 12) for 10 weeks. Microbiota, water content, pH, ammonia, and short-chain fatty acids (SCFAs) were analyzed in fecal samples, whereas malondialdehyde levels (oxidative stress marker) were determined in plasma and urine. Fecal pH, water content, ammonia, and SCFA concentrations did not change, indicating that protein supplementation did not increase the presence of these fermentation-derived metabolites. Similarly, it had no impact on plasma or urine malondialdehyde levels; however, it increased the abundance of the Bacteroidetes phylum and decreased the presence of health-related taxa including Roseburia, Blautia, and Bifidobacterium longum. Thus, long-term protein supplementation may have a negative impact on gut microbiota. Further research is needed to establish the impact of protein supplements on gut microbiota.

BACKGROUND: The restrictions associated with the 2020 COVID-19 pandemic has resulted in changes to young children's daily routines and habits. The impact on their participation in movement behaviours (physical activity, sedentary screen time and sleep) is unknown. This international longitudinal study compared young children's movement behaviours before and during the COVID-19 pandemic. METHODS: Parents of children aged 3-5 years, from 14 countries (8 low- and middle-income countries, LMICs) completed surveys to assess changes in movement behaviours and how these changes were associated with the COVID-19 pandemic. Surveys were completed in the 12 months up to March 2020 and again between May and June 2020 (at the height of restrictions). Physical activity (PA), sedentary screen time (SST) and sleep were assessed via parent survey. At Time 2, COVID-19 factors including level of restriction, environmental conditions, and parental stress were measured. Compliance with the World Health Organizations (WHO) Global guidelines for PA (180 min/day [≥60 min moderate- vigorous PA]), SST (≤1 h/day) and sleep (10-13 h/day) for children under 5 years of age, was determined. RESULTS: Nine hundred- forty-eight parents completed the survey at both time points. Children from LMICs were more likely to meet the PA (Adjusted Odds Ratio [AdjOR] = 2.0, 95%Confidence Interval [CI] 1.0,3.8) and SST (AdjOR = 2.2, 95%CI 1.2,3.9) guidelines than their high-income country (HIC) counterparts. Children who could go outside during COVID-19 were more likely to meet all WHO Global guidelines (AdjOR = 3.3, 95%CI 1.1,9.8) than those who were not. Children of parents with higher compared to lower stress were less likely to meet all three guidelines (AdjOR = 0.5, 95%CI 0.3,0.9). CONCLUSION: PA and SST levels of children from LMICs have been less impacted by COVID-19 than in HICs. Ensuring children can access an outdoor space, and supporting parents' mental health are important prerequisites for enabling pre-schoolers to practice healthy movement behaviours and meet the Global guidelines.

The Coronavirus Disease 2019 (COVID-19) pandemic, now a global health crisis, has surprised health authorities around the world. Recent studies suggest that the measures taken to curb the spread of the COVID-19 outbreak have generated issues throughout the population. Thus, it is necessary to establish and identify the possible risk factors related to the psychosocial and psychophysiological strain during the COVID-19 outbreak. The present extensive literature review assesses the social, psychological, and physiological consequences of COVID-19, reviewing the impact of quarantine measures, isolation, vast human loss, social and financial consequences in the family's economies, and its impact on the psychological health of the population. We also discussed the effect of psychophysiological factors, considering the impact of physical inactivity and modifications in nutritional habits, at psychological and physiological levels. The present review includes an actualized to date bibliography, articles for which were methodologically analyzed to verify they met the standards of quality and scientific accuracy. Authors understand the pandemic as a multifactorial event for which only a profound and extensive analysis would lead to better compression and efficient intervention in the near future.

Este artículo reivindica la inclusión de las competencias emocionales como competencias básicas en la escolaridad obligatoria y en los objetivos de la formación inicial del profesorado que se está diseñando actualmente dentro del marco del Espacio Europeo de Educación Superior (EEES). Para ello, se realiza una revision de las investigaciones más actuales en torno al papel fundamental que tienen las competencias emocionales y, más concretamente, la inteligencia emocional (IE; Mayer y Salovey, 1997) sobre el funcionamiento personal, social y académico de los alumnos, así como sobre la efectividad y bienestar del docente. Además, se analizan las multiples funciones que la legislación educativa vigente demanda al maestro. De esta manera, por medio de la exposición de evidencias científicas sobre la validez predictiva de la inteligencia emocional y su relación con los objetivos educativos actuales, este trabajo pretende demostrar la necesidad de desarrollar las competencias emocionales en los docentes con el fin de promover su bienestar y rendimiento laboral, así como el de sus futuros alumnos. Para ello, proponemos la formación inicial del profesorado como medio prioritario para dicho aprendizaje, así como requisito para la posterior e inevitable formación permanente.

En este artculo se aborda el tema de la metacognicin como una alternativa viable para formar alumnos autnomos, sobre la base de una educacin que potencia la conciencia sobre los propios procesos cognitivos y la autorregulacin de los mismos por parte de los estudiantes, de manera tal, que les conduzca a un "aprender a aprender", es decir, a autodirigir su aprendizaje y transferirlo a otros mbitos de su vida.